Unit 7: Unit 7: Early Beginnings: Who are We?
Duration of Days: 9
For this Unit of Study, students will know and be able to…
Knowledge:
? Define race, ethnicity, and nationality as they relate to culture.
? Analyze the complexities of defining “Latino identity.”
? Evaluate the contributions of Indigeneous and African populations.
? Analyze how the concept of “race” has been constructed for and has impacted Puerto Ricans and Latinos.
? Evaluate the strengths and contributions of Indigenous and African populations.
Skills:
? Analyze ways that geographic factors influence and have influenced settlement and migration.
? Analyze Latino poetry and music to assist in the definition of “Latino identity.”
For this Unit of Study, to support self-discovery, identity development, and civic preparedness/actions, students will explore…
? How has race impacted the development of identity in Puerto Rico and other Latino countries?
? How has popular culture impacted the perception of Puerto Ricans and Latinos in American society?
Lesson 1.0: Introduction/Review of Semester Theme
Lesson 1.1: Latinos on Race while living in between the Black and White Binary
Lesson 1.2 Latino Culture: The Multiple and Evolving Identities of Latinos
Lesson 1.3: Where Do We Come From? African and Indigenous Diaspora in Puerto Rico and in Latin America
Lesson 1.4: Geography: Puerto Rican and Latin American Migration
Connecticut Elementary and Secondary Social Studies Standards
Dimension 2 Applying disciplinary concepts and tools
US.Inq.1.a. Explain how compelling and supporting questions reflect an enduring issue in United States History.
US.Inq.1.c. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
US.Inq.4.a. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. US.Inq.4.b. Construct explanations using sound reasoning, correct sequence, relevant examples, and pertinent details to contextualize evidence and arguments (e.g., chronology, causation, procedure)
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)
CCSS.ELA-LITERACY RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9-12.1. RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
From Social Justice Standards from “Learning For Justice”
Identity
1. Students will develop positive social identities based on their membership in multiple groups in society.
From Teaching Hard History A 6–12 FRAMEWORK FOR TEACHING AMERICAN SLAVERY
Key Concept 1: Slavery, which Europeans practiced before they invaded the Americas, was important to all colonial powers and existed in all North American colonies
SUMMARY OBJECTIVE 1: Students will recognize that slavery existed around the world prior to the European invasion of North America, changing forms depending on time and place. The enslaved often were perceived as outsiders: captives in war, the vanquished or colonized, or ethnic or religious
1.B While people have enslaved others in many ways in different times and places, unfree labor is not always slavery. For example, chattel slavery is an intergenerational system of slavery where individuals are held as property and traded as commodities. Indentured servants are not enslaved. They sell their labor for a certain number of years to pay a debt.
Key Concept 2: Slavery and the slave trade were central to the development and growth of the colonial economies and what is now the United States.
SUMMARY OBJECTIVE 2: Students will describe the nature and extent of colonial enslavement of Indigenous people.